This
lesson will help children identify and understand the sound of the short vowel /i/.
Students will recognize the vowel in spoken language by learning the meaningful
representation of sticky icky hands. As students gain the understanding of
corresponding graphemes and phonemes, students are well on their way to becoming
more fluent readers. Students will be reciting a tongue twister using their
correspondence; they will also have further practice with this correspondence as
they complete a letterbox lesson as well as read a decodable book.

Materials:

Primary
paper and pencils for the student

The
meaningful representation of the "sticky icky" fingers

Poster
with the tongue twister written on it: "Mick slipped on the slick brick."

Ready
words for the students to listen to and distinguish which ones contain the vowel
sound: pit, pet, clink, clank, flip, flop, drink, and drank).

Procedure:

1. Our
written language is a secret code. The tricky part is learning what letters
stand for the mouth movements we make as we say words. Today we are going to
work on spotting the mouth movement /i/. We spell /i/ with the letter i. When we
make the sound /i/ we want to think of something being all over our hands and
being very sticky.

2.
Everyone put your hands out and act like you have something sticky on your hands
that you just cannot get off. Every say together "We have sticky icky fingers".
Notice how your mouth is almost trying to smile. Your voice box is on.

3. I
want everyone to clear your desk off and I’m going to give you some sample
words. I’m going to say two different words and I want you to make the sticky
icky hand motion when you hear the word with the short vowel /i/ in it. (Pit,
Pet, Clink, Clank, Flip, Flop, Drink, Drank)

4. Very
good. Now together as a class we are going to practice a tricky tongue twister
to practice our vowel some more. "Mick slipped on the slick brick." Everyone now
turn to the person next to you and say our tricky tongue twister five times
while doing your hand motion when you hear the short vowel.

5.
Everyone now split into your reading groups. We’re going to go around the room
and read Liz is Six together as a
class.

6. After
everyone finishes reading I am going to bring the class back together and going
to have them illustrate their own memorable representation of how they are going
to remember the /i/ sound.

7. For
their assessment I am going to informally assess their reading by listening to
their ability to correctly read and distinguish the short vowel /i/ sound. I
will also be collecting their illustrations as a completion grade and assess
their understanding once again of the correct understanding of the vowel sound.